• Quick retrieval from earlier learning (Diffusion, osmosis or active transport?). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which process is this: carbon dioxide entering a leaf? (diffusion / osmosis / active transport) → diffusionPrompt: Is it water specifically? Is it going against the gradient?
2. What do diffusion and osmosis have in common? (Both move only water / Both are passive: they need no energy from respiration / Both move substances against a gradient / Both need mitochondria) → Both are passive: they need no energy from respirationPrompt: Osmosis is a special case of diffusion.
3. Transport in cells: which statement is true? (Active transport only happens in plants. / Osmosis needs energy from respiration. / Water moves by osmosis from a concentrated to a dilute solution. / Active transport can move substances from a low to a high concentration.) → Active transport can move substances from a low to a high concentration.Prompt: Which process needs energy?

• Show a microscope image of cells and ask what students think they are looking at.
• Share the objective: Membrane structure, protein channels and bulk transport. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Is this passive or active transport: a gland cell releasing hormone in vesicles (exocytosis)?
• Step 1: Active transport and bulk transport use energy from ATP.
• Step 2: So the answer is: active (uses ATP)
• Answer: active (uses ATP)
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Is this passive or active transport: facilitated diffusion of glucose through a channel or carrier protein? (passive (no ATP needed) / active (uses ATP)) → passive (no ATP needed)Prompt: Does it go down a gradient by itself?
2. Cystic fibrosis is caused by a faulty chloride ion channel protein. What does this show? (Ions cross membranes without help / Membrane proteins are vital for moving specific ions across membranes / Channel proteins carry oxygen / Phospholipids are made of chloride) → Membrane proteins are vital for moving specific ions across membranesPrompt: Charged ions cannot pass through the fatty middle of the bilayer.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. What are the two parts of a phospholipid molecule? (a nucleus and a membrane / a hydrophilic (water-loving) head and two hydrophobic (water-fearing) tails / two heads and no tails / a protein and a sugar) → a hydrophilic (water-loving) head and two hydrophobic (water-fearing) tailsPrompt: This is why phospholipids form a double layer in water.
2. Membranes: which statement is true? (Large proteins pass through the membrane by simple diffusion. / Phospholipid tails are attracted to water. / Facilitated diffusion uses carrier or channel proteins but no ATP. / Facilitated diffusion moves substances against their gradient.) → Facilitated diffusion uses carrier or channel proteins but no ATP.Prompt: Which processes need ATP?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-12.